Comprehension of exhaustive wh-questions of typically developing preschool children

Wh-questions are among the most important and the most frequent types of utterance, which presumably reflects the role of questions in everyday life in gathering various types of information. There is a limited body of research on the exhaustivity comprehension in multiple wh-questions in children (such as, for example, Who drives what, Who gives something to whom?). However, previous results suggest that exhaustivity emerges at the age of four, although there is considerable variability depending on the language. In this paper two aims were proposed: first, to explore when typically developing Serbian speaking monolingual children comprehend exhaustivity property within multiple wh-questions, and, second, cognitive relevancy of structural complexity of multiple wh-questions. 40 typically developing Serbian speaking monolingual children subdivided in three age groups from 3,6 - 7,1 years participated in this study. The question-after-picture test, which consists of 20 tasks with pre-vocabulary check, was used. The tasks were classified according to complexity index into paired and triple wh-questions. Results indicate that children acquire comprehension of exhaustive wh-questions gradually, first in paired wh-questions and then in triple wh-questions. The research provides data on language development, and also offers guidelines for diagnostic and clinical work with children with specific language impairment

Integrating quantitative and qualitative methodologies for the assessment of health care systems: emergency medicine in post-conflict Serbia

BACKGROUND: Due to the complexity of health system reform in the post-conflict, post-disaster, and development settings, attempts to restructure health services are fraught with pitfalls that are often unanticipated because of inadequate preliminary assessments. Our proposed Integrated Multimodal Assessment – combining quantitative and qualitative methodologies – may provide a more robust mechanism for identifying programmatic priorities and critical barriers for appropriate and sustainable health system interventions. The purpose of this study is to describe this novel multimodal assessment using emergency medicine in post-conflict Serbia as a model. METHODS: Integrated quantitative and qualitative methodologies – system characterization and observation, focus group discussions, free-response questionnaires, and by-person factor analysis – were used to identify needs, problems, and potential barriers to the development of emergency medicine in Serbia. Participants included emergency and pre-hospital personnel from all emergency medical institutions in Belgrade. RESULTS: Demographic data indicate a loosely ordered network of part-time emergency departments supported by 24-hour pre-hospital services and an academic emergency center. Focus groups and questionnaires reveal significant impediments to delivery of care and suggest development priorities. By-person factor analysis subsequently divides respondents into distinctive attitudinal types, compares participant opinions, and identifies programmatic priorities. CONCLUSIONS: By combining quantitative and qualitative methodologies, our Integrated Multimodal Assessment identified critical needs and barriers to emergency medicine development in Serbia and may serve as a model for future health system assessments in post-conflict, post-disaster, and development settings

Mechanical Properties of Biomass-derived Silica Nanoparticles Reinforced PMMA Composite Material

Rice husk was used to produce silica particles, which were then used to reinforce the polymer matrix. The synthesized SiO2 particles were characterized using X-ray diffraction, Fourier transforms infrared spectroscopy (FTIR) and scanning electron microscopy with EDS. In a PMMA matrix, prepared SiO2 particles in amounts of 1, 3, and 5 wt.% were used as reinforcing agents. The goal of this research was to see if SiO2 particles had any effect on the mechanical properties of polymer composite materials. The morphology of the composites was examined using a field emission scanning electron microscope (FE-SEM). Vickers microindentation hardness and impact testing were used to determine the mechanical properties of the obtained composites. The indentation creep’s behavior of a polymethylmetacrylate (PMMA) composite material with varying amounts of nanoparticles (SiO2) was investigated and analyzed

Mechanical Properties of Electrolytically Produced Copper Coatings Reinforced with Pigment Particles

Copper from sulfate baths without and with added inorganic pigment particles based on strontium aluminate doped with europium and dysprosium (SrAl2O4: Eu2+, Dy3+) was electrodeposited on a brass cathode by a galvanostatic regime. Morphological, structural, and roughness analysis of the pigment particles, the pure (pigment-free) Cu coating, and the Cu coatings with incorporated pigment particles were performed using SEM, XRD, and AFM techniques, respectively. Hardness and creep resistance were considered for the examination of the mechanical properties of the Cu coatings, applying Chicot–Lesage (for hardness) and Sargent–Ashby (for creep resistance) mathematical models. The wettability of the Cu coatings was examined by the static sessile drop method by a measurement of the water contact angle. The incorporation of pigment particles in the Cu deposits did not significantly affect the morphology or texture of the coatings, while the roughness of the deposits rose with the rise in pigment particle concentrations. The hardness of the Cu coatings also increased with the increasing concentration of pigments and was greater than that obtained for the pigment-free Cu coating. The presence of the pigments caused a change in the wettability of the Cu coatings from hydrophilic (for the pigment-free Cu coating) to hydrophobic (for Cu coatings with incorporated particles) surface areas

Cross-linguistic adaptations of The Comprehensive Aphasia Test: Challenges and solutions

Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material

Noun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT)

This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations

Imageability ratings across languages

Imageability is a psycholinguistic variable that indicates how well a word gives rise to a mental image or sensory experience. Imageability ratings are used extensively in psycholinguistic, neuropsychological, and aphasiological studies. However, little formal knowledge exists about whether and how these ratings are associated between and within languages. Fifteen imageability databases were cross-correlated using nonparametric statistics. Some of these corresponded to unpublished data collected within a European research network-the Collaboration of Aphasia Trialists (COST IS1208). All but four of the correlations were significant. The average strength of the correlations (rho = .68) and the variance explained (R (2) = 46%) were moderate. This implies that factors other than imageability may explain 54% of the results. Imageability ratings often correlate across languages. Different possibly interacting factors may explain the moderate strength and variance explained in the correlations: (1) linguistic and cultural factors; (2) intrinsic differences between the databases; (3) range effects; (4) small numbers of words in each database, equivalent words, and participants; and (5) mean age of the participants. The results suggest that imageability ratings may be used cross-linguistically. However, further understanding of the factors explaining the variance in the correlations will be needed before research and practical recommendations can be made